Student Teaching Lesson Plan Template – Spring 2018 Final

(Indirect Instruction / Discovery Learning)

Subject: Mathematics 5th grade Central Focus:

Use equivalent fractions as a strategy to add and subtract fractions. Write and
interpret numerical expressions.
Essential Standards/Common Core Objective (2): Date submitted: Date taught:
5.OA.1 Use parentheses, brackets, or braces in
numerical expressions, and evaluate expressions with
these symbols. 5.NF.1 Add and subtract fractions with
unlike denominators (including mixed numbers) by
replacing given fractions with equivalent fractions in
such a way as to produce an equivalent sum or
difference of fractions with like denominators. 5.OA.2
Write simple expressions that record calculations with
numbers, and interpret numerical expressions without
evaluating them.
Daily Lesson Objective (1):
Students will show and effectively use previous knowledge to show understanding of concepts to prepare for their
benchmark exams.

21st Century Skills (1): Academic Language Demand (if Handbook applicable)
parentheses, brackets, braces, numerical expressions, expression, fraction,
equivalent, addition/ add, sum, subtraction/subtract, difference, unlike
denominator, numerator, benchmark fraction, estimate, reasonableness,
mixed numbers
Prerequisite knowledge and skills Global Awareness (1):
needed (1):
How to find common denominators
and evaluate an expression with adding
and subtracting fractions. Knowing the
order of operations and effectively
asses equations using it.

Activity Description of Activities and Setting Time

1. Engage (3) *Display 3 problems on the board that deal with the
Check students’ prior knowledge in a topic at hand* “Using a dry-erase marker you are going
fast way to solve the problems on the board. We are going to
complete one at a time, when you are finished raise your
hand and I will come around to check your answer.
Once you have found the correct answer write it down in
your notebook to save for later.”

Draft revision shared with faculty: 2/15/2017 – TPALs + emailed to faculty

2. Explore (3)
Tasks student will solve by themselves
using their prior knowledge
3. Explain (3)
Students explain their solutions to the
tasks they solved during the “Explore”
phase
4. Elaborate/Extend (3)
Extra task(s) or generalizations of
concepts
Draft revision shared with faculty: 2/15/2017 – TPALs + emailed to faculty
“Now in your notebooks you are going to go back and
re-write all of the work you did to come up with your
answer. Write down your exact steps and then using
words write how you knew what to do and what you did
for each step to show me your understanding.”
*Students will complete showing their thinking process
in their notebooks that I will be able to review later.*
“Now that we all have our answers to the problems I am
going to call on people to come up to the board and
show their work as to how they found their answer and
explain their thinking process to the class.”
*Call on one student per problem to come up to the
board and solve the problem*
“Now we are going to play a quick game. In teams that I
will place you in I will display a question on the board
and the first team to get the correct answer will get
points. The team with the most points at the end will get
extra points on an assignment we have already done of
their choice. We are all going to use dry-erase markers
on our desks to solve the problems displayed on the
board.” *Play the game until there are 10 minutes left of
class*
Questions to ask during game:
1. JAY MOWS LAWNS AND WASHES CARS
TO EARN MONEY
*HE EARNS $8 FOR EACH LAWN HE MOWS
*HE EARNS $5 FOR EACH CAR HE WASHES
*ON FRIDAY HE MOWED 3 LAWNS AND
WASHED 3 CARS
*ON SATURDAY, HE SPENT $15 OF HIS DOLLARS
WHICH EXPRESSION SHOWS THE AMOUNT OF
MONEY JAY HAD LEFT?
A) (3X8+5)-15 B) 3 x(8+5)-15 c) (3+8+5)-15 D)
(8+5)-15 x 5
2. What is the value of 4.25 ÷ 17 x 122
3. Which pair of parenthesis can be removed without
changing the value of this expression: (1+2)x(6-
3)+(5x8) ÷(9-4)
4. Scott had $12.58, he purchased 2 apples for $1.13
each and one bottle of juice for $1.76, there was no sales
taX. HOW MUCH MONEY DID SCOTT HAVE
AFTER HIS PURCHASES?
5. JAY MOWS LAWNS AND WASHES CARS TO
EARN MONEY
*HE EARNS $8 FOR EACH LAWN HE MOWS
*HE EARNS $5 FOR EACH CAR HE WASHES
*ON FRIDAY HE MOWED 3 LAWNS AND
 WASHED 3 CARS
*ON SATURDAY, HE SPENT $15 OF HIS DOLLARS
WHICH EXPRESSION SHOWS THE AMOUNT OF
MONEY JAY HAD LEFT?
A) (3X8+5)-15 B) 3 x(8+5)-15 c) (3+8+5)-15 D)
(8+5)-15 x 5
6. Kyle earns $5 per lawn he mows in his neighborhood.
If he mows 3 lawns per hour, how much money will he
have after 2 hours? 4 hours? 6 hours?
7. solve: 6 3/4 + 10 1/2 +7 8/12=___
8. Jack, diana and sarah ordered one cheese, one
hawaiian and one pepperoni pizza to all share. each of
the pizzas was cut into 8 slices. sarah ate 1/4 of the
cheese, 1/8 of the hawaiian, and 2/8 of the pepperoni.
jack ate 4/8 of the cheese, 1/2 of the hawaiian and 1/8 of
the pepperoni. how many slices of each piazza are left
for Dianne?
9. a dog’s food bowl holds 2 cups of dog food. pete uses
a scoop that holds 1/3 of a cup of dog food. how many
scoops will it take for pete to fill the dog bowl?
10. a magazine company printed 452 magazines.each
magazine has 150 pages. how many pages did the book
company print?

5. Evaluate (Assessment methods) (3) “Now we are all going to independently complete an
Include the “Exit ticket” to assess exit ticket so that you can go to your next class. Turn it
students’ understanding of the new into your classes bin on your way out of the classroom.”
concepts

Draft revision shared with faculty: 2/15/2017 – TPALs + emailed to faculty

 This is the exit ticket that I completed to have the
answers to the questions.
Student(s) & Student/Small Group Student/Small Group
Modifications/Accommodations (2):

1. Complete work from their textbook on

Differentiation (low students): Differentiation (advanced students):
the topic.
Include exact task(s) Include exact task(s)
Students work with a partner who Student write and solve their own
2. Completing an online game
understand and correctly solves problems, word problems and
independently that covers the topic.
problems to complete a worksheet equations then solve and show to
on the topic. class.
3. Write their own problems and solve
that relate to the topics.
Materials/Technology (1): Exit ticket, questions for game, questions for displaying on board for independent work.

Reflection on lesson:

Draft revision shared with faculty: 2/15/2017 – TPALs + emailed to faculty

CT signature:____________________ Date: __________ US signature: ______________________ Date: ____________

Draft revision shared with faculty: 2/15/2017 – TPALs + emailed to faculty